Community-based HIV/AIDS education in rural Uganda: which channel is most effective?

Mitchell, K. , Nakamanya, S., Kamali, A. and Whitworth, J.A.G. (2001) Community-based HIV/AIDS education in rural Uganda: which channel is most effective? Health Education Research, 16(4), pp. 411-423. (doi:10.1093/her/16.4.411) (PMID:11525389)

Full text not currently available from Enlighten.

Abstract

A process evaluation was conducted to evaluate four channels (drama, video, community educators and leaflets) used in a community-based IEC (Information, Education and Communication) HIV/AIDS intervention in rural Uganda. Semi-structured interviews (n = 37) and focus groups (n = 3) were held with community members working as field staff. In addition, two questionnaire surveys (n = 105 and n = 69) and eight focus groups were conducted with the target community. Over 85% of the community had seen at least one drama or video show. They rated them as relevant and realistic. However, the messages `taken home' were not always those intended by the plays. Access to community educators (CEs) was not equal. The CEs had a tendency to avoid the educated, rich and their older relatives. Those who had met with a CE rated them as knowledgeable and trustworthy, but felt they would rather be taught by a trained health worker. Around 80% of the community said they had seen the leaflets, but had not necessarily read them. Although appreciated by some as reference material, low literacy levels and a lack of reading culture meant that some leaflets may have gone astray. These findings suggest that a multi-channel approach may be required to overcome weaknesses inherent in individual channels.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Mitchell, Dr Kirstin
Authors: Mitchell, K., Nakamanya, S., Kamali, A., and Whitworth, J.A.G.
College/School:College of Medical Veterinary and Life Sciences > Institute of Health and Wellbeing > MRC/CSO Unit
Journal Name:Health Education Research
Publisher:Oxford University Press
ISSN:1465-3648
ISSN (Online):1465-3648

University Staff: Request a correction | Enlighten Editors: Update this record